TAJ April 2007 Abstracts

The author discusses the distinctive features of transactional analysis supervision and presents an operational model based, in part, on the checklist proposed by Clarkson (1992) for evaluating supervision sessions. Clarkson's model was modified by the author, who defines seven aspects of supervision: (1) a clear and appropriate contract, (2) identification of key issues, (3) effective emotional contact with the trainee, (4) protection of both trainee and client, (5) increasing developmental directions, (6) awareness and effective use of parallel process, and (7) an equal relationship between supervisor and supervisee. The characteristics of the seven elements are discussed for each of the three development stages of training (beginning, intermediate, and advanced) and are integrated with Erskine's (1982) developmental supervision model.

On Doing Supervision
Mary Cox
pp. 104-114

The first part of this article focuses on doing transactional analysis supervision, that is, the supervisor uses transactional analysis to do the supervision. This is followed by a description of a simple "frame" model (Cox, 2003) developed to facilitate the use of transactional analysis with other approaches in supervision. The frame arbitrarily splits the work of supervision into two dimensions: task and relationship. An example is given of using transactional analysis for the task dimension and an adaptation of Mahler's (Mahler, Pine, & Bergman, 1975) developmental model (Cox, 1987, 2002) for the relationship dimension.

Action Research: Bottom-Up and Top-Down Approaches to Supervision
Gordon Law
pp. 115-129

Action research is a way of thinking, understanding, and promoting change by involving those directly affected in altering current practice or developing new practice. This article presents examples of action research as a "bottom-up" approach that involves and empowers supervisees. "Top-down" approaches are usually model specific and stem from the practice, theory, and philosophy of supervision espoused by a supervisor relative to the context in which the supervision takes place. Holloway's (1995, 1999) systems approach to supervision is reviewed as an example of a metatheoretical model that integrates bottom-up and top-down approaches. An exemplar of action research based on the Holloway model raises questions for consideration by transactional analysis supervisors.

Parallel Process in Supervision and Therapy: An Opportunity for Reciprocity
Evita Cassoni
pp.. 130-139

This article explores the concept of parallel process and proposes that it provides a connection between the relational fields of therapy and supervision as well as between theory and practice. The author defines parallel process, with reference to neuroscientific research, and then links it to transactional analysis theory. Examples of supervision in the clinical field as well from individual and group supervision are provided. The article also considers the concept of parallel process as a connecting point between didactic and supervising functions of supervision and among different practices in psychotherapy.

Supervision as a Metamodality and a Multiarea Activity
Servaas van Beekum
pp. 140-149

Supervision has a place in both organizations and with individuals. This article explores the current reshaping of the field, especially with regard to the interface between organizational consulting and supervision. Supervision is considered as a metatheoretical activity; this leaves space for different approaches, which are differentiated from various models of supervision. Four approaches to supervision are described, ranging from the contractual model of supervision in transactional analysis to more analytic models.

The Bigger Picture: Supervision as an Educational Framework for All Fields
Trudi Newton and Rosemary Napper
pp. 150-158

Supervision is a key aspect of learning/teaching; the authors discuss educational perspectives and the place of supervision in training and continuing professional development. The nature of supervision as a significant experiential learning process for both parties is explored and diagrammed. Some differing approaches are considered as part of a metaperspective that includes the various functions of supervision. A cocreative viewpoint and methodology are presented together with several new models that conceptualize the process and practice of supervision as an example of mutual experiential learning. As well as providing models for supervision in the educational and organizational fields, the authors argue that all supervision is primarily educational.

Live and in Limbo: A Case Study of an In-Person Transactional Analysis Consultation
William F. Cornell, Carole Shadbolt, and Robert Norton
pp. 159-171

This article presents a detailed case study of a single transactional analysis consultation session based on the supervisory processes first described by Eric Berne (1968/1977) and John O'Hearne (1972). The consultation process included the client directly in discussion about the ongoing therapy, including its successes and points of impasse. The consultant, the therapist, and the client each reflect on the results of the consultation.

Book Reviews
p. 172

Letters to the Editor
pp. 173-177

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